Subject and method of statistical physical and thermodynamics

The technological scheme of the role-playing game can be represented as follows (see Table 2.1):


Table 2.1 - Role play technology

Preparation stage	scenario development planning general description of the game characteristics of actors
Explain stage	participants orientation determination of the operating mode main goal statement formulation of the problem choice of situation work with a package of documents psychological preparation of participants
Implementation stage	game process
Stage of analysis and generalization	withdrawal from the game analysis, reflection assessment and self-assessment of work conclusions and generalizations recommendations

Consider the basic requirements for role-playing games.

1. 
   The game should stimulate the motivation of learning, arouse interest and desire among students to complete the task well; it should be carried out on the basis of a situation adequate to the real situation of communication.
   
2. 
   A role-playing game must be well prepared in terms of both content and form, clearly organized. It is important that students are convinced of the need to perform well in a particular role. Only under this condition will their speech be natural and convincing.
   
3. 
   The role play should be accepted by the entire group.
   
4. 
   It is certainly held in a benevolent creative atmosphere, evokes a sense of satisfaction and joy in schoolchildren. The freer the student feels in the role-playing game, the more initiative he will be in communication. Over time, he will have a sense of self-confidence, that he can play different roles.
   
5. 
   The game is organized in such a way that students can use the practiced speech material with maximum efficiency in active speech communication.
   
6. 
   The teacher himself certainly believes in the role-playing game, in its effectiveness. Only under this condition can he achieve good results.
   
7. 
   The ability of the teacher to establish contact with the children is of great importance. Creating a favorable, friendly atmosphere in the classroom is a very important factor. In the course of the game, the teacher can sometimes take on some role, but not the main one, so that the game does not turn into a traditional form of work under guidance. It is desirable that the social status of this role would help him unobtrusively direct verbal communication in the group. Usually the teacher takes on a role only at the beginning, when the students have not yet mastered this type of work. In the future, this is not necessary.
   

2.2 Experimental activities for the formation of communicative competence using role-playing games in the process of teaching English in high school

An experiment was conducted to test and substantiate the correctness of the developed hypothesis. It was carried out during the period of pre-graduation teaching practice with students of the 7th grade of the Rechitsa secondary school No. 6.

For the experiment, two groups of students were selected - experimental and reference. The experimental group included 9 people, and the reference group - 8. At the initial stage, when students do not yet have well-formed role-playing skills, they are invited to act out dialogues, compose their own using clichés.
Work in the classroom took place in different modes: student-student, teacher-student. Preference was given to a paired type of work so that students do not feel discomfort in communication, are not afraid to speak a foreign language, make mistakes in speech, so that they feel relaxed.
The situations offered to students for discussion during the role-playing game were as close as possible to real ones. Students acted as an environmental inspector, teacher, etc.
As the students developed the skill of conducting a role-playing game, the tasks gradually became more complicated. Students were asked to discuss issues of a problematic nature, give as many arguments as possible in favor of a particular statement, defend their point of view, etc.
To evaluate the results of the experiment, the methods of factorial and static analysis, as well as included pedagogical observation, were used.
In order to identify the level of formation of students' communicative skills and abilities, two control sections were carried out - at the beginning and at the end of the experiment. For this, tasks for the control section No. 1 were prepared and formulated (see Appendix A).
The results of the control section showed that the students of both groups did not master the material well enough and hardly apply it in practical activities. In the experimental group, only 11% of students received a mark of 7-8; 5-6 points were received by more than half of the group - 78%; below mark 4, one student completed the work, which amounted to 11% (see Table 2.2).

Table 2.2 - Results of the control section No. 1

Experimental group	MARK
	below 4	5 - 6	7 - 8	9 - 10
	one eleven %	7 78%	one eleven %	-
Reference group	2 25%	4 fifty %	2 25%	-

In the experimental group, a role-playing game was held on the topic “ Nature Protection ” (see Appendix B). At the stage of preparing the role-playing game, students were introduced to the vocabulary on the topic, with the corresponding grammatical structures and introduced into the situation of communication. In addition, as homework, students worked on the text “ Ecological Problems ”, prepared illustrations depicting a “dead” and “living” planet.

At the stage of explanation, psychological preparation of students for a role-playing game was carried out. The students were oriented towards active participation in the game. The goal was set for the students to find ways to solve environmental problems.
At the stage of conducting, the students were proactive, were not afraid to express their opinion. It was noticeable that they had a good command of new grammatical constructions and actively used vocabulary on the topic in their speech.
At the stage of analysis and generalization, an overall assessment of the work of the group was given. The students shared their impressions about the game. A reflection of the mood and emotional state of the students was carried out, which showed that the students liked this type of work. Observation of the students' speech showed that their speech was quite expressive , saturated with active vocabulary and phrases from the home text.
At the end of the experiment, the students of both groups completed the control section No. 2 (see Appendix B)
The results of the control section No. 2 showed that the students of the experimental group had an increased level of language proficiency (see Table 2.3).

Table 2.3 - Results of the control section No. 2

Experimental group	MARK
	below 4	5 - 6	7 - 8	9 - 10
	-	2 22%	5 56%	2 22%
Reference group	2 25%	3 38%	3 38%	-

A comparative diagram based on the results of two control sections in both groups is shown in Appendix D.

From this we can conclude that the students of the experimental group received more solid knowledge on the topic, they better mastered the material, they operate well in speech. Therefore, the use of a role-playing game contributes to the formation of the communicative competence of students.
Based on the foregoing, we can formulate the following recommendations for organizing and conducting a role-playing game:

• 
  when organizing a role-playing game, you should always start with pair work, and not with group work: it is much easier to organize a conversation with one person who is nearby.
  
• 
  at the initial stages, short activities should be organized that gradually accustom students to role-playing.
  
• 
  role-playing should be organized according to the characteristics of the class as well as individual students.
  
• 
  Students should understand the situation and what is written on the role card before starting the game.
  
• 
  the teacher should be very tactful and encourage any activity on the part of students.
  
• 
  overly difficult and emotionally demanding role plays should not be used until the students are used to this type of activity. If you do not take this into account, then students can switch to their native language.
  
• 
  if students switch to their native language, then tasks should be set in more detail, starting with work in pairs and an easy role-playing game with information tasks. If this does not happen, then this means that the students are too enslaved and preliminary preparation (communication exercises) is necessary.
  
• 
  it is important to consider follow-up activities for those groups or couples who finish earlier than others.
  
• 
  you should set a precise time limit and try to ensure that each stage corresponds to it.
  
• 
  The role card should be short. If it is supposed to use some linguistic structures, then students should be well acquainted with them.
  
• 
  it is important to foresee the most typical mistakes in students' speech and prevent them by thinking through preliminary exercises on the use of certain structures, lexical units, which will then be used in a role-playing game.